Components of Behavioral Parent Training for Children With Attention-Deficit/Hyperactivity Disorder: A Series of Replicated Single-Case Experiments.

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS ACS Applied Bio Materials Pub Date : 2023-09-01 DOI:10.1177/01454455231162003
Rianne Hornstra, Patrick Onghena, Barbara J van den Hoofdakker, Lianne van der Veen-Mulders, Marjolein Luman, Anouck I Staff, Saskia van der Oord
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Abstract

Behavioral parent training (BPT) is an evidence-based treatment for children with attention-deficit/hyperactivity disorder (ADHD). Stimulus control techniques (antecedent-based techniques, e.g., clear rules, instructions) and contingency management techniques (consequent-based techniques, e.g., praise, ignore) are the most common ones that are being taught to parents in BPT. However, research into the additive effects of these techniques is scarce. In this replicated single-case experimental ABC phase design, including six children on stable medication for ADHD (8–11 years) and their parents, the added efficacy of consequent-based techniques on top of antecedent-based techniques was evaluated. After a baseline period (phase A), we randomized the commencement time of two sessions parent training in antecedent-based techniques and two sessions parent training in consequent-based techniques for each child. Children’s behaviors were assessed by daily parent ratings of selected problem behaviors and an overall behavior rating. Although visual inspection showed that behavior improved for most children in both phases, randomization tests did not demonstrate the added efficacy of the consequent-based techniques on top of the antecedent-based techniques. Limitations of the study and recommendations for future single-case experiments in this population are discussed.

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父母行为训练对儿童注意缺陷/多动障碍的影响:一系列重复单例实验
行为父母训练(BPT)是一种基于证据的治疗儿童注意力缺陷/多动障碍(ADHD)的方法。刺激控制技巧(基于前提的技巧,如明确的规则、指示)和应变管理技巧(基于结果的技巧,如表扬、忽略)是在BPT中最常见的被传授给父母的技巧。然而,对这些技术的加性效应的研究很少。在这个重复的单例实验ABC阶段设计中,包括6名服用稳定药物治疗ADHD的儿童(8-11岁)及其父母,评估了基于结果的技术在基于前因的技术之上的附加效果。在基线期(a阶段)之后,我们随机为每个孩子安排了两次基于前因的技术父母培训和两次基于结果的技术父母培训的开始时间。儿童的行为是通过每日家长对选定问题行为的评分和总体行为评分来评估的。虽然目视检查显示大多数儿童在两个阶段的行为都有所改善,但随机试验并没有证明基于结果的技术在基于前因的技术之上有额外的功效。本文还讨论了本研究的局限性和对今后在这一人群中进行单例实验的建议。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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